Observation and Assessment in Inclusive Early Childhood Education

by Michelle Sands

Read here Read at LibreTextsPDF

This text provides a holistic treatment of the observation and assessment of young children. It addresses the skills and knowledge for teachers in early childhood general education, special education and/or blended classrooms.

Description from LibreTexts.

Publisher
Northern Illinois University
Subjects
Social Sciences
Licence
CC BY 4.0, as LibreTexts states it
Who can read
Teens profiles and older, judged from its title and subjects

Contents

LibreTexts writes equations in TeX, and here they show as TeX; the PDF has them typeset.

  1. Front Matter
  2. TitlePage
  3. InfoPage
  4. Table of Contents
  5. Licensing
  6. Preface
  7. 1: Introduction to Assessment and Its Many Purposes in Early Childhood Education and Care
  8. 1.1: Assumptions and Beliefs About the Term “Assessment”
  9. 1.2: Assessment vs. Testing
  10. 1.3: Assessment as a Critical Component of Early Childhood Education and Practice
  11. 1.4: Defining Assessment as a Collaborative Process
  12. 1.5: Six Purposes of Early Childhood Assessment
  13. 1.6: Foundational Assessment Terms
  14. 1.7: Conclusion and References
  15. 2: Education, Assessment, and the Law
  16. 2.1: Introduction
  17. 2.2: Americans with Disabilities Act (2008)
  18. 2.3: Every Student Succeeds Act (2016)
  19. 2.4: Section 504 of the Rehabilitation Act of 1973
  20. 2.5: Family Educational Rights and Privacy Act (FERPA)
  21. 2.6: Individuals with Disabilities Education Act (2004)
  22. 2.7: Inclusion of Young Children with Disabilities
  23. 2.8: References
  24. 3: Quality Counts
  25. 3.1: Closing the Achievement Gap
  26. 3.2: Not all Preschool Programs are Alike
  27. 3.3: Process Quality and Structural Quality
  28. 3.4: A Look at Standard Industry Practices
  29. 3.5: The Role of the Teacher in High-Quality Practices
  30. 3.6: A Look at High-Quality Practices
  31. 3.7: Measuring High-Quality in Early Care and Education Classrooms
  32. 3.8: Conclusion and References
  33. 4: Observation and Documentation - The Key to Intentional Teaching
  34. 4.1: The Role of Observation
  35. 4.2: Becoming a Skilled Observer
  36. 4.3: Observations Can Be Spontaneous or Planned
  37. 4.4: Questions You May Want to Ask Yourself As You Plan Your Next Observation
  38. 4.5: The Role of Documentation
  39. 4.6: Objective Versus Subjective Observation Evidence
  40. 4.7: Recognizing Your Biases
  41. 4.8: Ethical Guidelines When Observing Children
  42. 4.9: Observation and Documentation Dos and Don'ts
  43. 4.10: Conclusion and References
  44. 5: Using Authentic Observation Methods, Tools, and Techniques to Gather Evidence
  45. 5.1: Taking the First Step - Gathering Baseline Data
  46. 5.2: Understanding the Child
  47. 5.3: Let’s Get Started
  48. 5.4: A Closer Look at Observation Methods, Tools and Techniques
  49. 5.5: Conclusion and References
  50. 6: How to Plan Effective and Meaningful Curriculum and Instruction
  51. 6.1: Early Childhood Curriculum and Pedagogy
  52. 6.2: Benefits of Implementing a Meaningful Curriculum
  53. 6.3: The Curriculum Planning Cycle at a Glance
  54. 6.4: A Closer Look at the Curriculum Planning Cycle
  55. 6.5: Critical Components of Play Center Plans, Small and Large Group Planning, and Assessment in Early Childhood Education
  56. 6.6: Summative Assessment—To What Extent Have Students Mastered the Standards?
  57. 6.7: Conclusion and References
  58. 7: The Purpose, Process and Practice of Progress Monitoring, Screening and Evaluating for Determining Eligibility for Special Education Support and Services
  59. 7.1: Multi-Tiered Systems of Support, Progress Monitoring and Universal Screening
  60. 7.2: Child Find Procedures and Developmental Screening
  61. 7.3: Multidisciplinary Comprehensive Evaluation for Determining Eligibility for Special Education
  62. 7.4: Conclusion and References
  63. 8: Using Standardized Assessment Tools – Characteristics, Methods and Techniques
  64. 8.1: Defining Standardized Assessment Tools
  65. 8.2: Norm-Referenced and Criterion-Referenced Assessment Tools
  66. 8.3: Selecting a Standardized Assessment Tool
  67. 8.4: Using Standardized Assessment Tools
  68. 8.5: Conclusion and References
  69. 9: Collaborating and Partnering with Families for Purposes of Assessment
  70. 9.1: Introduction
  71. 9.2: Documentation Boards - Not Just for Displaying Art
  72. 9.3: Assessing and Reporting Children’s Development and Progress
  73. 9.4: Family Conferences
  74. 9.5: Conclusion and References
  75. Back Matter
  76. Index
  77. Glossary
  78. Appendix: Additional Instructional Materials
  79. Detailed Licensing
  80. Detailed Licensing